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Student Success Center Focus Groups and Survey ReportStudent Survey and Focus Groups Report—Student Success Center, 3-7-05
Much faculty research and planning have gone into the creation of a new center to assist De Anza students with their reading, writing, and speaking projects across the curriculum. To get the student perspective on what such a center should offer, the Writing Center subgroup of the Developmental Task Force conducted a written survey of 188 students in Fall 2004 and four video-taped focus group sessions of 23 students in Fall-Winter 2004-2005. Jeannie Kastelic and Sandy Blackborow gave the written survey to 188 students who were attending the Skills/Tutorial Center. Suzanne Helfmann, Wallis Leslie, Julie Pesano, and Ken Weisner facilitated the focus group sessions of students who were attending various EWRT classes. Both student groups expressed the same needs and concerns reported below.
The Survey questions and focus groups allowed for some degree of quantification (see Appendix A) as well as some individualized responses (see Appendix B). The 188 students in the survey were using the Skills/Tutorial center for assistance with a wide variety of coursework including English reading, writing, vocabulary, grammar, and spelling, Study Skills, and Adjunct Skills in Biology, Child Development, Economics, German, Geography, History, Philosophy, Political Science, and Accounting.
Sixty percent of the surveyed students had completed EWRT1A (which is roughly comparable to the sixty five percent of the students who had completed EWRT 1A in the focus groups). This data suggests that we could do more to provide supplemental services for the developmental and ESL populations. This may be a matter of informing the students and advertising the services and/or a matter of motivating the students to avail themselves of the services.
Sixty six percent of the surveyed students speak English or English and one or two additional languages at home (which is entirely comparable to the sixty five percent of the focus groups students speaking English and one other language at home). Seeing the multilingual facility of our students as a cause of celebration rather than a need for remediation is a challenge being met by the Cross-cultural Conversation Partners team.
The top four choices of type of instruction that helped the surveyed students improve English skills in past college work were classroom instruction (56%); teacher instruction (47%); textbooks (34%); and Tutors and Individualized Instruction (tied at 28%). The top four choices of the surveyed students for help with reading, writing, or speaking were classmates or study group (49%); friends or family (46%); other teachers/on campus or online tutors (tied at 17%); other online resources (14%). These choices indicate a strong preference for human interaction in the learning environment. The top four choices of what the surveyed students sought help with were grammar (43%); essay writing content and organization (35%); learning skills to work on problems/direction on how or where to get additional help (tied at 27%); reading and vocabulary (19%). These topics could direct our selection of workshop topics in the new writing center.
The Focus Groups featured initial questions prompting student conversation that we hoped would alert us to ideas that we had not considered. A focus group is not a numerous sample, nor is it a particularly representative sample, but it offers an opportunity to hear student perspectives that are not shaped by the mindset of the investigators. Our focus groups assembled students to talk to each other about the proposed reading, writing, and speaking Student Success Center and to spark each other's ideas. We wanted to hear what the students had experienced in the past as they sought assistance with reading, writing, and speaking tasks, and what they envisioned could be helpful to them in a new setting. One student remarked, "The main thing is to focus on the students and better fit what they need because most of the time the people in charge have a general idea of what students need, but it is not what they need. We need to have more focus groups and more feedback from other students, not just this focus group."
Several common themes did emerge from the students we consulted both in the survey and in the focus groups. The quotes are taken from the surveyed students as well as from the focus groups (for all the comments of the surveyed students and transcriptions and reports of the focus group conversations, see Appendix B):
What has helped students improve English skills in the past—
Most students reported they were helped by classroom instruction, especially extensive written commentary from instructors on essays and by classroom discussion: "Before an essay was due, I went to the professor and asked for help. I used my instructor's office hour to help me with my writing." "I learned from the mistakes I made on my papers telling me what I needed to work on; learned about formal essays from teacher's lecture and my notes."
Other students emphasized that the more they read, the more they wrote, the better they became at reading and writing: "I have been an avid reader all my life; this has given me a command of the language."
Where students go for help outside of class—Students go to classmates and friends or family members although one student remarked, "I think kids could really use help with speaking; my family doesn't encourage the types of discussion," and another said, "Our friends can't help; it's like two bad grammar."
Students who took advantage of the help offered in the Skills Center reported a wide range of acquired proficiencies, including time management, essay structure, basic grammar rules, revision techniques, audience consideration, goal-setting, spelling, vocabulary building, development of personal style, developing ideas, and approaching topics. Students making use of tutorial or lab help were assisted in getting ideas, understanding assignments, organizing essays, and in revising and proofreading them: "Our tutor prompted our thought process and had us explain and expand our understanding." "When I need ideas, it helps by talking about it to others." "I learned to improve my essays by using the Tutorial Center; then I could go home and try and learn from my mistakes."
What hasn't helped in the past—
Trying to find answers and instruction on their own is less helpful than the supportive presence of a teacher, friend, or family member: "Teachers would just go over what is expected in essays and how they wanted it organized. I learned from asking questions of others."
Negative comments on papers or circled mistakes rather than explanation are not helpful.
Enthusiastic reception of proposed Center—
Students welcome a place where they can receive informal, yet focused, instruction from tutors, teachers, and fellow students as needed and without a heavy paperwork and appointment structure. They emphasize the scheduling constraints that most De Anza students experience and look forward to a place where they can get help quickly, both early and late: "A writing center would be invaluable, someone you can trust to go over your paper and tactfully give you advice."
Enabling students to connect with and mentor each other empowers them. Students who have been reluctant to see themselves as deficient and in need of a tutor readily see the advantage of meeting with students who are working on similar projects for collaboration inspiration, and confidence-building: The student who observed, "In lots of classes, many sit there not talking, continually suppressing that kind of energy, sitting there saying nothing; a small group would encourage them and get more and different views" prompted the further comment, "The people who don't talk in class don't make as good presentations because they haven't had the practice."
What the Center should Feature—
Students agree that the Center should accommodate group instruction at round tables, horseshoe-shaped couches, comfortable chairs, computer areas that seat groups, some food availability, quiet, sound-proofed, rooms for group meetings, and rooms for two-person meetings: "carpeted, not sterile, homey."
Students ask for model papers, model assignments, reference books, and handouts for various levels, message boards recommending good books, and message boards enabling like-minded students to identify each other.
The students see the Library as a place for quiet study, the Campus Center as a place to hang out, and the Success Center as a place where students can access computers, reference books, individualized instruction by tutors and teachers, but most of all each other. They eagerly anticipate workshops on subjects such as "Getting Papers Started," "MLA documentation," or "Grammar Glitches." A student envisioned that "the center could have a course for incoming students who are bombarded with a lot of different material, time management, how to get the basics of what you're reading without reading it over and over. I had to learn the hard way...oh read the summary! Teach someone how to understand what they are reading without having to memorize all 50 pages of a chapter."
One student said that reading comprehension could be improved by having a place to read aloud and record the reading “to compare what we sounded like before to what we sound like now, and what it should sound like to what we actually sound like.” Reading aloud is also a helpful step when revising essays.
Students see as especially desirable computers and printers that are available to students who have early morning classes for last minute paper revisions: "Open at 7:30." "Stay open all day." "Open until midnight." ""Extend hours on Fridays." "Open during the lunch hour." "Open every other weekend."
Whiteboards for students to post their needs or their availability to assist each other or perhaps a computerized method for making quick connections and appointments with mentors and tutors are requested. Tables that advertise what subject is under discussion so that students who don't know each other can sit down together are envisioned: "Lots of services at De Anza College are for individuals, but what we need is help for groups." Students want to use these groups to generate ideas, to revise their essays, and to deepen their understanding of what they are reading.
One student wanted a repository of readings in the Success Center, including model prose and fun prose: “Reading funny, good writing—this is what inspires me. Have lots of stuff like that available to read there.”
What the Center should look like—
Comfortable and welcoming, not institutional and bureaucratic, with an emphasis on friendly staff and keeping rules to a minimum, seem to be the consensus here. Student artwork would give a sense of ownership of the space. Several students observed, "Just based on what things look like I will leave—somebody to welcome, show people around, make students feel comfortable." "More friendly staff." "Unlimited hours for access; more caring staff."
One student envisioned, "A place to be involved, feel comfortable, that my attitudes are reflected in how this place is run, questionnaires that come out every so often, teachers that are informed about this place so they can encourage students to go." Others suggested: "Larger rooms with air conditioning." "Better lighting." "Posters all over in different languages, culture related 'statues,' cassettes/CD's for grammar and vocabulary practice, MLA formatted papers, punctuation books. Couches."
What the Center should be called—
A name that lets students know what goes on there, that does not seem limited to assistance with English classes only, that emphasizes mentoring rather than tutoring is wanted: "When you say reading, writing, people think English classes, not across the curriculum." "Anything with 'tutor' or 'help'— people are like 'get away.'"
Some Suggested Names—
Multilingual Center
Student Resource Center
Student Communications Center
The Smart Center
Revisiting Writing Center
De Anza's Language Arts Center
Supplemental Learning Center
Extended Classroom Services
Student Enhancement Center
Cooperative Learning Center
Academic Support and Achievement Center
(Name it for the person who donates to the Center}
Parting Remarks—
One student observed, "In order for the center to work, it has to be well advertised. I never knew after three years here at De Anza College that there was a tutorial center. If we knew there was a kick-back place to go, I'd go."
And another added, "But we need a place to be productive, or it will just turn into another cafeteria where we can't get anything done because people are just hanging out.
Upshot—
Overall, the students are eager to see such a Center in place. How to fund, furnish, staff, and publicize the Center remains to be seen. Whatever configuration of space, staff, and equipment results—we should make a special effort to involve students, to make them feel welcome and known. We should also reach out to faculty all over the campus to engage them in the offerings of the Center, to show them how the Center can benefit their students.
Appendix A
What was the last English class you completed in college? (Survey of 188 students in Skills/Tutorial Center)
1. EWRT1A or above
2. EWRT100B/Reading 100, or LART100
3. EWRT100A/Reading 201, or LART200
4. ESL 005, 006
5. ESL 72 or 24
6. ESL 161, 162, 163
7. ESL 134, 144, 151, 152, 153
8. SKILLS course
9. Other
Appendix A
Appendix A
Appendix A
Appendix A
Appendix A
Appendix B
Jeannie Kastelic and Sandra Blackborow's Student Survey, December 2004 – narrative responses:
Narrative responses have been summarized to represent a broad range of responses.
5. Please expand on question #4 by giving personal examples of what you learned and how you learned it.
Improving basic skills:
§ I learned about time management. I learned about essay rules for organization, prewriting and other kinds of preparation.
§ I learned reading helps build my vocabulary. I learned to focus, improve concentration, and decrease distractions.
§ I learned how to make sentences less wordy and more sophisticated.
§ I learned to understand my personal style of writing and to always have in mind my readers when writing for English.
§ I had a hard time with tests; I learned to relax and take it slowly.
§ The grammar workshop in Skills helped me remember basic rules.
§ I learned how to brainstorm.
§ I learned how to proofread my paper.
§ I used a dictionary to look up definitions.
§ I used a grammar book in the Skills center.
§ I got help writing outlines.
§ I learned about paragraphs and read two textbooks about writing.
§ In the Skills Center, I learned how to write English properly; I used the computer to get more ideas about editing, and the instructors set up my goals for the quarter.
§ I learned spelling rules.
§ I can meet a Skills instructor and she tells me how to solve my problems.
§ I built vocabulary and learned grammar; I can check my mistakes and learn verb tenses.
§ I learned how to proofread and improve grammar by reading texts in Skills.
§ I learned about reading and vocabulary in Skills 191 and 130.
§ I learned how to find the meaning of words through context.
§ I learned spelling and vocabulary rules.
§ I learned to fix fragments and make a more concise essay.
§ I’ve learned to vary my sentences and revise essays.
§ I’ve learned about taking essay exams.
§ Essay organization is different in the US than it is in Australia, so I’m working on it.
§ I learned how to stay on top of my homework.
§ Skills workshops and labs helped give me insight into my particular learning methods.
§ I learned how to work on my own problems with grammar.
§ The textbook reading workshop in Skills really helped me.
§ I learned to read in an isolated place to improve my concentration.
Tutorial or lab help:
§ I learned how to improve my essays by using the Tutorial Center; then I could go home and try and learn from my mistakes.
§ I learned how subjects and verbs agree in a sentence from tutors.
§ When I need ideas, it helps by talking about it to others.
§ Tutors are able to help me go over and over simple grammar until it makes sense.
§ I got advice on how to answer questions and know what questions are asking from me.
§ I’m using the listening/speaking lab to work on pronunciation, using different programs on computers; my tutor helped me with specific problems on grammar and pronunciation.
§ I used tutorial to help me check and correct my essays for spelling errors.
§ Our tutor prompted our thought process and had us explain and expand our understanding.
§ Giving and getting ideas on how to approach topics helped me write it.
§ The tutor helped with word choice and told me about a good website to help me practice.
§ I used an online tutor for EWRT1A; she helped me review my essays; I also use the dictionary or thesaurus to look up words.
§ My tutor helped me proofread my paper.
§ I am never good at writing, so I always need help in organizing my paper.
§ The Adjunct course gave me tips and support for my papers and exams.
§ My Adjunct tutor helped me understand the vocabulary and reading.
§ It’s helpful to have a native English-speaking tutor.
§ I learned by tutors showing me examples and working with me.
§ The Skills Center taught me the basic spelling rules I need to know to improve.
Instructor/classmate assistance:
§ The instructor helped me write better thesis statements.
§ Writing skills are learned through formal teaching.
§ Teachers would just go over what is expected in essays and how they wanted it organized. I learned from asking questions of others.
§ Before an essay was due, I went to the professor and asked for help. I used my instructor’s office hour to help me with my writing.
§ Teachers stayed with me after class to help; another thing that helped was that I took regular English classes instead of ESL classes (student in high school).
§ I got grammar help from other teachers’ study aids.
§ I learned most by getting feedback from students who were also in the class; I learned how to make content better and how to organize my thoughts.
§ In Lart 100 and the Reading lab, I learned how to write a paragraph, but I cannot remember because I have been focusing on math for the last three quarters.
§ I learned from the mistakes I made on my papers telling me what I needed to work on; learned about formal essays from teacher’s lecture and my notes.
§ I met with teachers on a one-to-one basis; asked for extra credit activities to help with writing.
§ I learned about cultural issues and not to be shy but speak up.
§ In EWRT 1A, my teacher defined what was good writing in her mind.
§ By asking the teacher what he/she means, I get focused on the goal and deliver it.
§ I went to my current English instructor and asked my friends to go over my papers.
§ My teacher in my Shakespeare class recommended a website that helped clarify what I was learning.
§ A teacher in high school once told me “If you do what you have always done, you will get what you’ve always gotten.”
§ I have to learn to listen more closely to my teachers, so I can get the important instruction.
Self-instruction, online, family help:
§ The Internet was a good source of information on writing analytical essays or trying to find topics.
§ In EWRT 1A, I am having difficulty writing an analytical paper, so I asked classmates for help.
§ I learned ideas from my classmates.
§ Sometimes texts can be ambiguous, so I searched for resources to help me figure out my conclusions about the text (especially relevant to finding support when writing essays).
§ I asked help from friends for proofreading and checking grammar.
§ The more I write, the better I get.
§ I asked my friend to help me with grammar; my teacher gave me a good website; the tutor helped me with my writing problems.
§ I reviewed a text to help me remember essay format and use it in my other classes.
§ I learned how to do the problem myself.
§ I ask my friends and family to proofread and organize my papers.
§ From online resources, I learned to follow the PIE system: point, information, and examples.
§ I have people at home with master degrees in English; I also use community feedback via online journals.
§ I am currently reading texts to help me.
§ I learned more vocabulary from friends and the Internet.
§ I have been an avid reader all my life; this has given me a command of the language.
§ I went online and read sample essays.
§ If I have to do a speech or presentation, I practice with my family first.
§ I learned vocabulary and syntax from reading.
6. If you could design the space for De Anza’s new language-learning center, what physical items would it need to have? (Rooms, more computers, etc.)
A small library of books that are not necessarily school related but shows and encourages the joy of reading in a quiet room. Provide more textbooks. Definitely bigger spaces, more seats, more pens, whiteboards and markers. More computers with Internet access. A quieter area. More small group work areas. Free snacks and a kitchen for students (if not, water will do), and more tables. Teachers should have quiet rooms for meeting students. Computers for research help; books on writing; different rooms for speaking/listening practice so people can concentrate. Computers with Internet access. More computers with learning programs. A separate room for videos and computers. Recruit more tutors and provide them cubicles. New listening/speaking software. More comfortable chairs. Window treatments to shield students from direct sunlight. More educational DVD’s and new TV’s. Unlimited hours for access; more caring staff. More one-on-one help from instructors. More dictionaries. Computers, TV, and all forms of media so students can learn in their own way. More closed off spaces. More 2-person tables (for tutor/tutee). Windows. Larger rooms with air conditioning. More tutors/instructors available. Soundproof rooms. Standardized posttests for Skills to alleviate hand grading). Workshops online. More idiom dictionaries. Newer videos. Large small group rooms to accommodate 8 or more. Better lighting. Reference material that could be checked out. Computers but more instructors too; computers are not enough to explain. More interactive programs like Ellis. More friendly staff. More drop in tutors available. More space/rooms for self-study. Posters all over in different languages, culture related “statues,” cassettes/CD’s for grammar and vocabulary practice. MLA formatted papers, punctuation books. Couches. Interactive computer programs so tutors can help students in a specific class. Wheelchair access; current isles are too narrow. Nicer cubicles for the people who run the center
7. What specific services should this center offer De Anza students? (Hours, staff, types of instruction or support, etc.)
Provide Skills labs that are harder and more challenging. More audio/visual instruction materials. More tutors. More hours. Computer programs. Specialized staff. Workshops on keyboarding; more tutorial services. More support for people who cannot understand English perfectly. Open at 7:30am. More flexible schedules to meet with instructors. More instruction (easier than learning from a computer). More essay and proofing help. Stay open later. Places for peer editing. More trained tutors who enable students to rewrite papers themselves. Have the phones forwarded when staff is not present to prevent it from ringing. More group discussions. Tutor access to computers. Open Saturdays. More hours student can spend with tutors. More staff. More online tutoring. More Adjunct courses in more subjects. Tutors who specialize in a certain major; supply breakfast. More hours; more instructors who speak second languages. There is a real need to help ESL students in classes who have refused to attend ESL classes and are struggling with 100B and 160 classes. Pay the tutors. Workshops should be geared to the majority needs. Recommended online writing sites. Stay open all day. The Counseling department needs to be expanded. Native speaking tutors; more modern language books and tapes. Open every other weekend. Peer editing circles. Open until midnight. Extend hours of Fridays. Provide tutoring in all courses. Provide instructors, clear and well educated. Provide staff that doesn’t take lunch or rotate hours for Skills so it can be open during the lunch hour. Free food. Creative thinking areas. Updated website. Peer editing sessions that are brutally honest. Audio devices adept speakers as teachers, pronunciation charts using the IPA instead of the Roman alphabet. Funnier workshops and more of them.
8. What would you name this center? Create your own name, or, for a list of names, go to “Names of Learning Centers” http://www.pvc.maricopa.edu/~lsche/about/names.htm
(name it for the person who donates to the center)
Academic Enhancement Center
Academic Services
Academic Support and Achievement Center
Aim High!
America Helps
Be Cool! Be Smart!
Cooperative Learning Center
DeAnza’s English Center
Dr. Zack’s Learning Center
Duck Ville
Ed U Instruction Center
English and Writing Assistance and Tutoring Center (be specific)
English Improvement Center
English Learning Center
Extended Classroom Services
Extended Tutorial Center
Foreign Student Center
Helping Hand
Here for You
Institute for the Collection, Education, and Elocution of Language to Students in Higher Education
Keys to Success Center
Knowledge Development Center
Language Learning Center
Learning and Skills Center
Learning How Center
Learning Skills Center
Life Improvement Center
Life Language Learning Center
Life Skills Center
Multilingual Center
Orderly Noisy Center
Skills Center
Smart Learning Center
SST Center (Smarter Student Tutorial)
Student Enhancement Center
Student Improvement Center
Student Language Learning Center
Student Learning Center
Student Skills and Language Tutorial Center
Supplemental Learning Center
The Center
The Center for Language Arts
The Center of Change
The English Helper Center
The Galaxy Center
The Go To Center
The Learning Place
The Learning Tree
The Spot
The Students’ Center
The Study Aid Center
Julie Pesano's focus group report, February 4, 2005:
This focus group consisted of 5 students from my current 100B class. They gave some thoughtful answers but did have difficulty having free conversation instead of relying on the questions as prompts.
Overall the most constructive answers were as follows:
1. What has helped you in the past with your writing? (This question morphed in some of the other questions about what has not worked or where they have gone for outside of class help.)
Most students suggested that tools such as dictionaries, thesauruses, and spell checkers were helpful if they didn’t have a live body. But all agreed that a teacher, friend, or family member was more helpful than working alone. They also found that giving negative feedback or just circling mistakes rather than explaining was not helpful.
2. How could this center help you and what would you put in it?
Students liked the idea of being able to make appointments or just work on a computer there and be able to get help when they were writing. Also, they were very excited about small study groups made up of students from their classes working together on assignments. They also just wanted a place to go and work with all the tools available to them like handbooks and dictionaries. Finally all agreed that they wanted live people whether it was student tutors or instructors to help them with specific questions that could be answered and explained one on one.
3. What would you name the center?
“Revisiting Writing Center”
“The Smart Center”
“English Learning Center” (ELC)
“De Anza’s Language Arts Center”
Ken Weisner's focus group report, February 3, 2005:
SEVERAL STUDENTS TALKED ABOUT THE VALUE OF WORKING ON THEIR READING.
"I need help to read in order to improve my writing." Three ESL and one non-esl student present in my g roup of six really agreed with this.
"I need to read constantly"
"Reading helps to improve my vocabulary"
ONE STUDENT LIKES: "...hearing yourself read your own stuff and getting feedback"
"Place to practice really hard reading."
One student said: a reading lab should have: "recording equipment to compare what we sounded like before to what we sound like now, and what it should sound like to what we actually sound like." (This student had done an after school reading program during high school and a private --storefront--institute--it worked really well for her. Also helped her with comprehension).
One student wanted: a "Place to read aloud."
(This seemed to refer at various times to 1) practicing reading per se and 2) reading one's own drafts aloud)
SOMEONE MENTIONED GETTING PEER AND TUTOR FEEDBACK ON ESSAYS AS VALUABLE:
"Getting different perspectives, viewpoints...maybe before you were narrow-minded!"
ALSO JUST WRITING ITSELF: WRITING AT THE WRITING CENTER...
One student said: "Keep on writing and writing and writing... practice makes perfect."
One student wanted a repository of readings there, including model prose and fun prose:
"Reading funny, good writing--this is what inspires me. Have lots of stuff like that available to read there." I liked that emphasis and FUNNY as well as GOOD writing. He wanted writing with joy and personality in it--inspiring stuff.
"Reading really good model essays by good college students." (I like the idea of having model student essays available there).
"Have a variety of books and handouts available for different levels, including reference."
"Message board that recommends good books."
WE ALSO GOT THESE THREE SUGGESTIONS:
"Writing Center Web Page"
"Online help (tutoring)."
"Lots of workshops (small groups) on various writing issues."
"100B readers and handbooks should be there, including old ones. I save my old ones." What a good idea to collect course readers there not to mention assignments, new and old.
"Place to practice idioms"
"Place for grammar books, reference materials, handbooks."
One person wants "tutors who care about you"
"Tutors who express a variety of opinions"
"Have EWRT 2 students there--advanced students who can give you second opinions" (but someone else does disagree and wants "professionals"!)
"Have tutors or staff who can just answer basic questions for you"
"Student said his tutorial sessions at foothill were too surfacey and too general."
"Tutees should be taken on a case by case basis (drop-in style) since some need five minutes, others half an hour."
Staff requirements: "People who really want to be there (friendly people)-- people who have it as a priority to have both knowledge and a good attitude. It should be a professional relationship--some kids are going to feel intimidated... (this is the same person who said above "tutors who care about you."
"Tutors/staff with knowledge about college and academic writing (reference help)"
"Keep it open late--9:00-5:00 is no good--and weekends (Saturdays)"
"Paperwork turns me off (all the filling out forms).
A student should feel like they can just go in, get help, and get out.
"Leather couches"
"Wireless Internet (on campus, too)."
"Orientations: take your students there the first week so they'll be more likely to know about the services and use them."
Suzanne Helfmann and Wallis Leslie's focus group transcription, November 18, 2004:
We know there’s really good service here already, but we want to expand it for across the curriculum. we want student ideas about what they really need.
-What has best helped in the past?<
conversation about the issue that I’m writing about or a group project that gets the blood flowing.
-for me, because I’ve had education in Hong Kong,which is quite different from the states I need a book for esl students
- my philosophy classes split into small groups for brainstorming and that made me feel confident and on the right track so that I know that I’m looking at the whole picture
-Has anything not been helpful?
-it’s always hard when you’re given a specific topic and you’re not as passionate, it’s hard to get started when you can’t choose your own topic
-when teacher gives such a broad topic....I would rather know what the teacher wants. it
‘s easier. I don’t have to question it, analyze it. A lot of us have to write a lot of papers at the same time so how to manage time is important
-It’s hard for the students to research the assignment on their own. I wasn’t sure if the research I was doing was right for the topic or what the teacher was asking
- it’s important that the teacher assigns reading topics relevant to the writing assignment
-Where have you gone for help outside of class?
-to the teacher because sometimes I don’t understand, classmates may have different opinion but I check with the teacher
-usually I have an informal chat with a friend, but usually they’re in the same boat, so I go to the teacher
- the tutorial office
Grammar concerns? help for that?
-books that you’ve collected throughout the past from elementary, jr high—sometimes the Internet
-my mom
-my husband or sometimes my children. They will give their opinion
How would a writing place help with grammar?
-I could go when the teacher’s office hour is not available
-either drop in or appointment as I need it would be good as long as someone is available to help
- short term appointments to arrange quickly are best for papers because you are not going to have the paper done a week ahead
-appointments aren’t really necessary, someone should always be there because a lot of us that go to DAC don’t have flexibility with their time
Any other services good in this center?
-resource books about how to write an essay, grammar, writing an introduction or catchy first sentences, different articles about different issues about controversial issues so I won’t have to go out of my way to get my thoughts started
-enclosed rooms with a long table so a group could sit and talk. lots of service at DAC is for individuals but what we need is help for groups
Would you like to see group workshops?
-I would go to a grammar workshop; I like teachers who give grammar lessons in class
How would a center help you with reading?
-the center could have a course for incoming students who are bombarded with a lot of different material, time management, how to get the basics of what you’re reading without reading it over and over. I had to learn the hard way...oh read the summary. Teach someone how to understand what they are reading without having to memorize all 50 pages of a chapter.
-how to take notes alongside the reading has been really helpful. how to annotate. it’s easier when I study too
Do you find that you’ve ever wished for assistance on some of the speaking things you do here at DAC?
-speech class. with your peers. other people in the same boat. an outside group of some sort not an individual for practice to get people out of their shells, make them less afraid
_Good name for center?
-the student reading writing speaking success center? too long
-it doesn’t have to be anything snazzy, something that when you hear it you know what it is
-Nobody mentioned online resources?
a room with computers for group work
Anything else?
-the chairs in the library are horrible
-the center made a laid back kind of environment without of all of these rules, no talking, no eating...you need a place to hang out and do your work
Parting remarks?
-in order for the center to work it has to be well advertised. I never knew after three years here at DAC that there was a tutorial center. If we knew there was a kick-back place to go I’d go
-but we need a place to be productive or it will just turn into another cafeteria where we can’t get anything done because people are just hanging out
-it shouldn’t be too informal;
-the main thing is focus on the students and better fit what they need because most of the time the people in charge have a general idea of what students need but it is not what they need. We need to have more focus groups and more feedback from other students not just this focus group
What do students mainly need?
-more resources
-student asks: What’s the difference between the proposed center and what we’ve got already?
Suzanne Helfmann replies: across the curriculum, bigger, serve more students, more staff time available (some of it exists already) more workshops, more group study rooms, services all in the same place, books, computer access
student-we need the teacher or the tutor to have other strategy - different help than ordinary tutors at the
tutor center
Wallis Leslie's focus group transcription, February 2, 2005:
We do a lot of things at DAC that we think we’re doing for students, but one thing that we need to do in addition is to hear from the students what they want to happen. What we’re thinking of now is a place where students can get help for all their classes, not just their English classes for writing projects, for understanding their reading, for all the reading they have to do in college, and for their speaking presentations.
What has helped in the past with your writing?
-for a while I didn’t write many papers at all and that kind of led to me not being a good paper writer and the more I wrote and the more I got critiqued by teachers especially or by people that were at a higher level than me as well as reading
-I think getting feedback from teachers helps a lot. not just this is wrong but specifically what is wrong. just saying poor grammar hasn’t helped. if you could get feedback before you turn it in and get bad grades
-I don’t really feel comfortable going to my teachers’ office hours. If there was a way to pair up with somebody, even if it’s to email your paper an hour before
-having someone to tell you when it’s a rough draft what needs improvement
-they can give you more ideas
-interaction is helpful a lot of feedback, especially in an
english class where you do a lot of writing,
Can you envision bringing your writing to a writing center?
-it would be invaluable, someone you can trust to go over your paper and tactfully give you advice
-if they’ve already passed the class
Have any of you tried the tutorial center?
-it’s intimidating it kind of a little bit makes be feel stupid
-my Spanish tutor helped me out a lot. After the first experience I realized it’s not so bad
-how convenient would it be.
-that’s why peer review would be helpful. you could go in on your free hour to help someone else if you didn’t have something to work on
-students need incentives to use their time, to get them to go
-extra credit is most motivating
-some people don’t have any extra time so extra credit is not fair
-a rewarding factor could be something that is fulfilling in a different kind of way
-you could use the Internet to sign on for appointments so that if you don’t show up in five minutes you lose your place and don’t have to wait for hours like in counseling
-something rewarding could be free pizza
-2 points additional on an essay could work
-even making an appoint one time in the quarter should get points and then it would be so stimulating that people will return
What have you done in the past that has definitely not been helpful?
-no 7:00 AM place to get essays printed before 7:30 AM classes
-the center should be a safe haven for kids that they know will be there for them in the time of need
-a few computers just to print would be great
-somebody in this world would volunteer for an hour in the morning
-lots of resources at DAC are inconvenient for me or I just don’t know about them
-lot of the copy machines are broken
-lots of students just don’t care, it’s a respect issue. if you found student volunteers you might take care of things
What about help with reading?
-I don’t have a resource to help me. I’ve got a ton of reading.
-if a class could get together and come prepared to discuss what confused them
-that would give you more of an incentive to get it done
-the readings are kind of boring, but when we discuss them in class the level of interest raises a thousand times/.
-when I do the reading I understand the basic concepts, but when I get to class and discuss I come to more and newer understanding. at home you read as fast as you can or sleep it. you don’t go through it thoroughly and think about it. discussion. online forum.
Do you make many oral presentations?
-if you were in speech and had a group like this, you don’t want to make your friends do this, but groups agreeing to critique each other.
-in speech, film, sociology
-it would be nice to have a smaller group than the whole class, a little forum, informal setting, but podium
-in lots of classes many sit there not talking, continually suppressing that kind of energy, sitting there saying nothing, a small group would encourage them and get more and different views
-the people who don’t talk in class don’t make as good presentations because they haven't had the practice
-I think kids could really use help with speaking. my family doesn’t encourage the types of discussion
What have you done in the past about grammar concerns?
-I haven’t figured it out yet. friends. except I procrastinate. it’s difficult to edit grammar on the computer without sitting with the person. when teachers write awkward or underline something, I don’t understand how to fix it.
-my grammar concerns is having the appropriate words. trying to say something that’s not there. It’s not hard but it’s consuming, difficult to get the grammar part right. I haven’t found a place at DAC.
-Math tutoring is easier than English because you have to develop your own style. I don’t understand how to make a B essay an A essay.
-our friends can’t help, it’s like two bad grammar. The grammar tests are accessible but kids say, “What a waste of time.” I had a good teacher last quarter, grammar, grammar, grammar.
-in 1A I was in honors, and in high school I was in honors, and the teachers would say oh it’s a good essay, we’ll give you the grammar. I’ve been in honors all my life and no one decided to teach me grammar
-but the ideas aren’t as clear. it causes confusion for readers if you have bad grammar.if you can make your points stronger, why wouldn’t you?
-tutoring is time consuming, and seems inconvenient. go sign up for it. no more commitments and I’m maxed out.
-whenever I have an issue I ask someone to proofread my essay
-last quarter my teacher would take the time to explain all the circled areas on the paper. if there were a place to go and ask what do these circles mean?
Imagine what this place will look like, what’s in there?-couches
-tables, individual study places
-library caters to quiet study. round tables for group work but limited to school related things, where you can still talk
-force us to sit together at a table and talk about ...like studying but able to
-maybe sections that you could walk to and find the area you need help in. a tutor in each section. or a volunteer who sits in a section
-more hip, artwork student. encourage student participation in the facility . a space for students to hang up their art. more interest
-more computers that sit three or four people.
-just based on what things look like I will leave. somebody to welcome. show people around, make students feel comfortable. inviting.
-not like the business lab. it’s frustrating. the card is the thing that keeps kids from messing things up, but I don’t know anyone who hasn’t forgotten their wallet.
-a place to be involved, feel comfortable, that my attitudes are reflected in how this place is run. questionaires that come out every so often. teachers that are informed about this place so they can encourage students to go
-a rec room
-comfortable chairs, couches, round couch area,
-bean bags
-half horseshoe booth
-carpeted, not sterile, homey
What services should be offered?
-tutoring appointment and walk-in
-counseling, because I think our counseling centers horrible, lines out the door,-not inviting, no place to sit
-they kind of rush you out
-mentors
-counselors want to give you a black or white answer; they’re too old for you. someone who’s been through it to advise
-too impersonal, no real person to talk to
-examples of student work. figure out why a person got that grade would demystify the whole grading system
-textbooks with an hour checkout
-grammar handbooks, quick reference
-ESL really need help with English and grammar and they don’t find their teachers helpful who don’t speak their language. someone who could speak Mandarin
-like cross cultural partners but not as involved
-a database or a book where you could sign up and say need help in ---- you could list your qualities and weaknesses . when the school gets involved it gets all complicated, you have to talk to a counselor and pay your fees
-message board,
-even a white board, dated can anyone help me with...
-a lot of times when I first get an essay topic I really don’t know how to approach the topic
-going there to start your essays you could ask
-beginning writing workshops
-MLA workshop
-guest speakers, a local author, linking us to the community, a book signing
What are we going to name this center?
-anything with tutor or help, people are like "get away"
-communal
-assist is a good one, like you’re doing the work and someone will be there to help you
-when you say reading, writing, people think English classes , not across the curriculum
-language assistance center, but that’s too limited to English
-student work center, student assistance center
-reading writing and speaking across the borders
-student communications center
-department of resource language
-student resource center
Discuss
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